"Doing" is linked to engagement in meaningful and individualized occupations including work, school, self-care, and leisure. Additionally,  a significant component of "doing" surrounds the idea of having 'purpose' (Hitch et al., 2014). Personally, I engaged in "doing" through school as an occupation where I could fully immerse in the depth of knowledge provided to me through the culture and ethics course. In "doing", I experienced opportunities for critical self reflection. Wilcock adds that social interaction, development of identity, and the foundation of community, stems from purposeful "doing" (Wilcock, 1999). Through meaningful discussion and social interaction among myself and my peers, I engaged in conversations that examined the power imbalances in which whiteness benefits, and how we can together exemplify cultural humility by becoming active allies for our future clients.  Additionally, in "doing", I was given the opportunity to reflect on my own identity and how this identity has not only shaped who I am today, but how it has shaped the lens in which I view the world. Surprisingly, in "doing", I found myself "undoing" implicit biases that I unknowingly held. This course allowed me to unpack where such biases stemmed from, and how I can actively move forward in my journey, while leaving such biases behind. Through this course, I was provided a safe place to discuss how culture, race, and ethnicity collectively influence one's self-identity.  In "doing", I have a better understanding of how the unique individuality of one's lived experience is a direct reflection of the cultures they are a part of, and how such experiences influence perspective. 

"Being" can be linked to the spiritual dimension of oneself which may include self-discovery and reflection. Further, "being" can represent the unique identity of an individual in relation to their sense as an occupational being (Hitch et al., 2014). This course has not only provided me the opportunity to reflect on the identities I hold that I am most proud of, but it has also given me the opportunity to reflect on my membership in various cultures which have propelled me to where I am today. While reflecting on individual cultures and their impact on my sense of occupational identity, I came to notice that many of the cultures I am involved in, are interconnected. My membership in one culture has allowed me to become a member of another culture, in turn enhancing my engagement in various occupations. My identity as a white person, born into a small, liberal town in Davis, CA, has shaped my perspective to be one of unearned privilege. Additionally, as a Jewish woman, I carry with me the heaviness of my ancestors who fought to keep our religion alive, and I understand the privilege I hold as a free Jewish woman.  Through engaging in "being" within my different roles, (ex. as a white woman, a sister, a daughter, soccer player, and a graduate student), I have been given access and opportunities that have enhanced my occupational engagement in various cultures which have further shaped my identity.

"Becoming" encompasses the process of change and development undergone by an individual. Additionally, "becoming" is linked to goals and aspirations which one has for their future (Hitch et al., 2014). Prior to this course, I unknowingly experienced the world through a lens of white privilege. However, now I have grown to realize that this is a perspective in which benefits from the power imbalances that exist in society. I have changed my perspective on the complexity of cultures and its direct impact on occupational engagement and self-identity. I have uncovered and unpacked implicit biases that stemmed from non-factual stereotypes. My overall depth of cultural humility and understanding of other cultures has expanded and transformed. However, I acknowledge this expansion of knowledge is minuscule in comparison to what remains to be acquired. Moving forward, I am committed to developing my cultural effectiveness and engagement in cultural humility.  In experiencing the world through a lens of white privilege, I understand that my clients may experience the world through a different lived perspective.  This course has transformed my perspective and has allowed me to understand that according to one's cultural, societal, and geographic backgrounds, their expression of occupational engagement will take place in different forms. To develop my cultural competency, I will allow a safe space for my clients in acknowledging them as the expert of their unique and complex experiences that will inevitably carry into our treatment sessions. As I continue my Occupational Therapy journey, I am committed to engaging in  a life of active ally-ship. One of the first steps in authentic ally-ship is understanding that I stand on the internalized superiority of my whiteness and my white privilege. I stand on the years of systematic racism engrained in the society in which I benefit. In committing to active ally-ship, I will engage in ongoing learning and critical self reflection, including breaking down my implicit biases, accepting feedback regarding my unearned privilege, and applying such feedback.

"Belonging" is often associated with one's sense of inclusion in something that is larger and goes beyond that of the individual self (Hitch et al., 2014). Occupational Therapists have a responsibility to support our client's engagement in occupations while acknowledging their cultural experiences and fostering a perspective of cultural competency and humility. In accepting the responsibility of promoting increased belonging and inclusion for our clients, the Occupational Therapy profession must embed cultural and ethics education course within all graduate programs, as well as throughout practicing Occupational Therapist's careers. Students and practicing Occupational Therapists should be required to take implicit bias tests each year to ensure that any implicit biases are being uncovered and unpacked continually.  Engrained in monthly team meetings, should be refresher courses regarding cultural humility, with provided resources which allow employees to engage in active ally-ship. Resources such as modules, specifically comprised of the do's and don'ts of ally-ship, as well as continual cultural and ethical education will allow Occupational Therapists to remain culturally competent. Such steps will ensure that the profession of Occupational Therapy is held accountable in engaging in active ally-ship, rather than performative ally-ship.